Massachusetts School and District Profiles

Athol High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Athol High

Organization Information

DISTRICT NAME
Athol-Royalston (06150000)

TITLE I STATUS
Title I School

SCHOOL
Athol High (06150505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Low Income -High Needs

Progress toward improvement targets	Accountability percentile
27% - Moderate progress toward targets	17

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	15%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	0	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	10	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	5	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	1	4	-	-	-	-
	High school completion total	1	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	2	4	10.0
Weighted total		6.5	10.7	-	1.1	10.3	-
Percentage of possible points		61%		-	11%		-
2026 Annual criterion-referenced target percentage		36%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	2	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	2	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	3	8	10.0	-	-	-
Weighted total		1.6	10.7	-	-	-	-
Percentage of possible points		15%		-	-		-
2025 Annual criterion-referenced target percentage		15%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	15%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	25%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	4	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	1	4	-
	High school completion total	1	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		3.4	10.7	-
Percentage of possible points		32%		-
2026 Annual criterion-referenced target percentage		32%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	2	4	-
	Annual dropout rate	0	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		1.6	10.7	-
Percentage of possible points		15%		-
2025 Annual criterion-referenced target percentage		15%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.5	492.8	6.3	488.5	86	4	Recovery Path: Exceeded Target
Lowest Performing	469.7	468.3	-1.4	474.8	20	0	Path Forward: Declined
High Needs	482.8	486.5	3.7	487.1	62	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	481.7	489.2	7.5	486.6	55	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.9	492.9	6.0	492.0	65	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.4	488.0	1.6	490.5	87	2	Path Forward: Improved Below Target
Lowest Performing	474.1	468.0	-6.1	479.2	20	0	Path Forward: Declined
High Needs	483.5	481.3	-2.2	487.7	63	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	483.0	482.0	-1.0	486.8	56	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.9	490.1	2.2	491.9	66	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	482.6	485.8	3.2	483.6	82	4	Recovery Path: Exceeded Target
Lowest Performing	469.1	466.9	-2.2	473.0	20	0	Path Forward: Declined
High Needs	478.5	479.7	1.2	481.8	59	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	477.3	481.5	4.2	480.5	52	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.0	485.8	0.8	488.8	66	2	Path Forward: Improved Below Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.3	76	3	Typical Growth - High
Lowest Performing	53.4	20	3	Typical Growth - High
High Needs	49.4	53	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	50.5	46	3	Typical Growth - High
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.8	60	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.9	74	2	Typical Growth - Low
Lowest Performing	38.2	20	1	Low Growth
High Needs	44.3	52	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	43.2	45	2	Typical Growth - Low
Students with Disabilities	-	20	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.4	61	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	83.8	83.1	-0.7	88.3	118	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	81.4	80.2	-1.2	86.5	91	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	80.2	80.5	0.3	85.5	87	2	Improved Below Target
Students with Disabilities	-	-	-	-	27	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	83.1	85.4	2.3	87.0	82	2	Improved Below Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.5	89.5	-2.0	94.2	105	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.0	87.2	-2.8	93.6	86	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	90.9	86.4	-4.5	95.0	81	0	Declined
Students with Disabilities	-	-	-	-	29	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.7	87.3	-6.4	95.0	71	0	Declined

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	2.9	2.9	0.0	2.6	413	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.2	3.3	0.1	2.8	272	1	No Change
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	3.6	3.0	-0.6	3.2	237	3	Met Target
Students with Disabilities	-	-	-	-	100	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	78	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.7	2.3	-0.4	2.4	299	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	23.3	16.6	-6.7	20.3	415	4	Exceeded Target
Lowest Performing	19.0	15.0	-4.0	12.1	20	2	Improved Below Target
High Needs	28.6	19.1	-9.5	25.0	299	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	29	-	-
Low Income	29.3	19.4	-9.9	25.3	273	4	Exceeded Target
Students with Disabilities	-	-	-	-	92	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	88	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	22.8	15.0	-7.8	19.2	294	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	73.6	67.6	-6.0	78.4	188	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	64.9	62.5	-2.4	70.0	128	0	Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	63.7	62.4	-1.3	69.0	117	0	Declined
Students with Disabilities	-	-	-	-	37	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	41	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	72.7	71.7	-1.0	77.5	127	1	No Change

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	95	91	96	Yes	1	95	91	96	Yes	1	95	89	96	Yes	2

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	70	66	70	66	70	65	210	197	94	No	1
English Learners and Former English Learners	4	4	4	4	4	3	12	-	-	-	-
Low Income	63	59	63	59	63	58	189	176	93	No	1
Students with Disabilities	25	23	25	24	25	24	75	71	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	3	3	3	3	3	3	9	-	-	-	-
Hispanic or Latino	14	14	14	14	14	14	42	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	5	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	0	3	-	-	-	-
White	71	67	71	67	71	67	213	201	95	Yes	2

About this report

About the Data

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.

Resources

Interpretive Materials

Glossary of Accountability Terms